American Literature Through the Romantics (1600-1830)

English 4345.001: Fall 2015 American Literature through the Romantics (1600-1830)

Dr. Ann Beebe Office Hours: BUS 250 MWF 10:00-11:30am Office: 903-565-5827 and by appointment Cell phone # given in class [email protected]

Welcome to English 4345, Studies in American Literature through the Romantics (1600-1830). We will be studying a variety of genres: novel, poetry, essay, drama, autobiography, and essay. The primary goals of English 4345 are the instruction and daily practice of critical reading, debate, and writing.

I am very excited about this class and our syllabus. I completely revised my 4345 syllabus based on suggestions from student evaluations. Changes in the syllabus also reflect the creation of ENGL 4348: American Renaissance (1830s-1860s).

I work hard to put together my classes, and I expect a great deal from my students. I expect you to be in class every day and on time. I expect all readings to be completed by the assigned date. I expect your reading to be active. Mark up your books and take notes as you read. I expect everyone to participate substantially in class and Blackboard discussions and listen respectfully to classmates. And lastly, if you have any questions about class policies, assignments, or readings, I expect you to ask them. You may always ask questions in class, call or email me, or drop by my office.

In return there are certain things you can expect from me. I will attend class and be on time. I will keep my office hours and make appointments with students who cannot meet during my hours. I will complete all the readings and plan lessons by the assigned date. I will give all assignments in writing and sufficiently in advance. I will grade and return all assignments in a timely manner. I will maintain your class GradeCenter on Blackboard. I will answer questions about assignments in class or in my office. If I cannot answer a question when you ask it, I will have the answer by the next class period.

Required Texts: [Please use these editions – new or used, hardcopy or ecopy.] 1. American Poetry: 17th & 18th Centuries (ed. David Shields) 978-1931082907 2. Early American Drama (ed. Jeffrey Richards) 978-0140435887 3. Hope Leslie (Catharine Maria Sedgwick, ed. Mary Kelley) 978-0813512228 4. The Boarding School & The Coquette (Hannah Foster, ed. Jennifer Harris) 978-0393931679 5. Autobiography (Benjamin Franklin, ed. Joyce E. Chaplin) 978-0393935615 6. Writings (John Smith, ed. James Horn) 978-1598530018 7. American Sermons (ed. Michael Warner) 978- 1883011659 8. American Antislavery Writings (ed. James Basker) 978-1598531961

Questions to ask of every author: (Possible BB posts & class discussion) 1. Identify 10+ characteristics of the author’s writing style. 2. How did this author influence the other authors on the syllabus? How was this author influenced by the authors on the syllabus or other authors (US, UK, World)? Make connections.

1 3. How does this author address the role of women in the house and in the United States? 4. How does this author (re)define American identity / citizenship and American masculinity? 5. What is this author’s view on education? Consider the education of boys and girls. 6. How does this author address the tension between the individual and the community? 7. How does this author address the legal reality of slavery? How does this author address the separate issue of racism? How does the author write about Native Americans? 8. How does this author (re)define motherhood / fatherhood? 9. How does this author address class / economic divisions? 10. What images or symbols are central to this author’s work? 11. How does this author address issues related to religion (faith, doubt, death, etc.)?

Daily Schedule: [This schedule includes all major readings and assignments. Small additions or changes may be made. I will make any such changes in writing.]

Week 1 Checklist: M 8/24: Introduction to class, syllabus, expectations, Blackboard, texts W 8/26: Read in Smith book: “To the Reader” and A True Relation (3-36), Chronology (1195-1209) [Notes begin on page 1236] Turn in Student Information Sheet Turn in RQ #1: The 1608 A True Relation was Smith’s first of many attempts to tell the story of his time in the colonies. What are the top 3 themes? What does Smith want to emphasize? [Before 11am on the assigned day, email me your RQ from your UTT Patriot email account: [email protected]. Late RQs will not be accepted. Make sure to include page numbers when you quote.] NOTE: I know the Smith readings are challenging. Don’t quit. You CAN read and analyze them. F 8/28: Read in Smith book: “To the Reader” (39-40), Maps & Dedications (120-131), “To Adventurers” (177-178), [Skim – Dedications & Poems (201-215)], “To the Reader” (773-774), [See image notes from 1222-1235] Turn in RQ #2: Describe John Smith’s persona. How is he presented in the prefaces, addresses to the reader, and dedicatory poems? Remember to include page numbers. Week 2 Checklist: M 8/31: Read in Smith book: “Preface” (205-206), Maps (262-263, 304-305, 524-525, 686-687, 1189-1193), Illustrations between 372-373, Generall Historie, Bk 3, Chapter 2 (312-324) Turn in RQ #3: This chapter of the Generall Historie (1624) presents a greatly expanded version of Smith’s adventures in the colonies. How does Smith describe Native Americans to 17th-century readers? [Please be detailed. Analyze the ramifications of the description. Don’t forget page numbers.] W 9/2: Read in Smith book: Wingfield (950-966), [Skim only: Percy (1093-1114)] Quiz 1 (all readings including today’s assignment) The quizzes will take place in the last 25 minutes of class. Each quiz will consist of four short answer questions. They will be closed book / notes quizzes. F 9/4: Read in Poetry book: Morton (4-6), Bradford (12-15), Johnson (17-19), Williams

2 (30-31), [Notes begin on page 898] Week 3 Checklist: M 9/7: NO CLASS – LABOR DAY W 9/9: Read in Poetry book: Anne Bradstreet (36-37, 45-46, 55, 55-56, 60-61, 61-62) Turn in RQ #4: Explicate one of the assigned Bradstreet poems. [Provide line numbers in your answer.] F 9/11: Read in Poetry book: Anne Bradstreet, “Contemplations” (46-54) Turn in RQ #5: Pick one image or symbol from “Contemplations” and analyze it in depth. [Provide line numbers in your answer.] Week 4 Checklist: M 9/14: Read in Poetry book: Edward Taylor (191-192, 192-193, 194, 195, 198) Quiz 2 (all readings since the last quiz including today’s assignment) W 9/16: Read in Sermons book: The Sermon Form (889-891), Winthrop (28-43) [Notes begin on page 930] Turn in RQ #6: Using phrases from the Winthrop sermon, summarize the work’s central themes. [Your answer should explore at least three themes in some detail. Remember to provide page numbers.] F 9/18: Read in Sermons book: Danforth (151-171) Turn in RQ #7: What is a jeremiad? Use text / web sources to list 4-6 characteristics of this genre. In what ways does the Danforth sermon fit the classification? How does it defy the definition? Week 5 Checklist: M 9/21: Read in Sermons book: Edwards (347-364) Turn in RQ #8: “Sinners” is a text replete with visual images. List 5 key images and analyze one in some depth. [Remember to provide page numbers.] W 9/23: Read in Franklin book: Maps (1-7), Autobiography (9-49), Adams (Context, 284-288), Francis (Context, 289-291) Turn in RQ #9: What is a literary foil? Select one character in the Autobiography and analyze him or her functions as a foil to the character of Franklin. F 9/25: Read in Franklin book: Autobiography (50-98), Poe (Context, 293-301), Melville (Context, 303-305) Quiz 3 (all readings since the last quiz including today’s assignment) Exam 1 Study Guide given to class Week 6 Checklist: M 9/28: Read in Franklin book: Autobiography (98-160), Twain (Context, 305-308), Howells (Context, 311-314) Turn in RQ #10: Compare & contrast the persona (Franklin) in Parts 1, 2, & 3 of the Autobiography. Please remember to provide page numbers. W 9/30: Read in Franklin book: Warner essay (357-382) F 10/2: Exam 1 Review Pick up take-home essay question Week 7 Checklist: M 10/5: Turn in typed take-home essay at the beginning of class Take in-class portion of Exam 1 W 10/7: Read in Drama book: Intro to play (1-5), Tyler, The Contrast, Acts I & II (6-30), [Notes begin on page 495] Suggestion: Get started on Hope Leslie now. F 10/9: Read in Drama book: Tyler, Acts III & IV (30-49) Turn in RQ #11: Several of your texts have sought to create or define the

3 American identity. What characteristics of the American identity does The Contrast explore? [You may also want to consider this question in light of gender, class, and race in the US.] Week 8 Checklist: M 10/12: Read in Drama book: Tyler, Act V (49-57) Quiz 4 (all readings since the exam including today’s assignment) W 10/14: Read in Drama book: Richards intro to text (ix-xlii) Turn in RQ #12: Summarize 5 key points in the Richards introduction to the early American drama. F 10/16: Read in Sermons book: Anon. from 1767 (458-467) Post 3-5 potential paper topics on BB by midnight. Provide feedback for 3+ classmates. [All 4345 papers must analyze and interpret one or more works of pre-1865 American literature studied in this class. Biographies, plot summaries, historical analysis, appreciations, or summaries of published critical articles will not be accepted.] Week 9 Checklist: M 10/19: Read in Poetry book: Griffitts (558-563), Terry (570), Bleecker (680-683), Wheatley (775-788), [Notes begin on page 898] Turn in RQ #13: Explicate one of today’s assigned poems. Remember to use line numbers. W 10/21: Read in Poetry book: Carolina (528), Stockton (581-582), Trumball (657-668), Anon (718-719), Freneau (733-738) Turn in RQ #14: Explicate one of today’s assigned poems. Remember to use line numbers. F 10/23: Read in Foster book: The Coquette (Letters I-XXVI, pages 4-42) Quiz 5 (all readings since the last quiz including today’s assignment) Week 10 Checklist: M 10/26: Read in Foster book: The Coquette (Letters XXVII-XLV, pages 43-79), Context (265-267) Turn in RQ #15: Consult the OED. Define coquetry or coquette. In what ways does Eliza Wharton fit the definition? How does she subvert the definition? Please remember to provide letter or page numbers. W 10/28: Read in Foster book: The Coquette (finish novel) Turn in RQ #16: Analyze the male friendships in the novel. What are the functions of friendships between men for these characters? Please remember to provide page numbers. F 10/30: Read in Foster book: Pettengill essay (353-363), Shelnutt essay (419-427)\ Quiz 6 (all readings since the last quiz including today’s assignment) Week 11 Checklist: M 11/2: Read in Antislavery book: Chronology (889-896), Sewell (9-14), Trumball (46- 48), Franklin (122-125) Turn in RQ #17: Define satire. What makes the Sidi Mehemet piece by Franklin an effective satire? What characteristics of the genre does the Franklin text utilize or ignore? W 11/4: Read in Antislavery book: Paine (61-65), Anon (105-110), Webster (151-155) Commit to a paper topic. Post a paragraph description to BB and email me a copy ([email protected]) by midnight. [Paper topic approval is required.] Provide feedback to 3+ classmates on BB.

4 Exam 2 Study Guide given to class F 11/6: Read in Antislavery book: Walker (262-264), Garrison (267-269), Birney (328- 329), Garnet (443-451) Turn in RQ #18: Summarize 5 key ideas in Garnet’s “Address.” Please remember to provide page numbers. Week 12 Checklist: M 11/9: Read in Antislavery book: S. Grimke (340-346), A.Grimke (347-353), Mott (543- 545), Images between 566-567 W 11/11: Exam 2 Review Pick up take-home essay question F 11/13: Turn in typed take-home essay at the beginning of class Take in-class portion of Exam 2 Week 13 Checklist: M 11/16: Read in Sedgwick book: Chapters 1-7 (1-94) Turn in RQ #19: Compare and contrast any two female characters in the novel. Remember to provide page numbers. W 11/18: Read in Sedgwick book: Chapters 8-12, end of vol. 1 (95-169) Turn in RQ #20: Describe Everell Fletcher. Analyze the character. What does he represent to the other characters? What are his functions? Remember to provide page numbers. F 11/20: Read in Sedgwick book: Chapters 1-7, vol. 2 (173-263) Quiz 7 (all readings since the last quiz including today’s assignment) No Class – Thanksgiving Week Week 14 Checklist: M 11/30: Read in Sedgwick book: finish novel (264-350), Kelley Intro (ix-xxxix) W 12/2: Required Peer Review: Bring 3+ pages of your draft to class. [Missed peer review = one letter grade deduction from paper grade.] F 12/4: Essays due at the beginning of class. Essay folder should include: final version with WC page in MLA format, draft from peer review, peer review comments, & copies of research. You will also submit your paper over Safe Assign on Blackboard before class. Week 15 Checklist: M 12/7: Campus-Wide Study Day Final Exams start Monday at 6pm.

Additional Information Grading: Quizzes 10% Exam 1 20% Exam 2 20% Essay with scholarly research (8-12 pages w/ WC page) 30% Reading Questions 10% Daily Work: Class Participation (not attendance), Blackboard Participation, Peer Review 10% The last day to withdraw from a Fall class with a “W” is October 26th. You should expect to spend 2 hours outside class for every 1 hour in class. Translation: You should study

5 6 hours a week (minimum) outside of class for each 3-credit course. [12 credit hours + 24 hours outside of class = 36 hours per week for a full time student.]

Student Learning Outcomes: By the end of the semester, students should be able to:  Reproduce a timeline of American literature from the 1600s to the 1820s that includes key genres, styles, topics, and authors  Articulate the themes and ideas representative of American literature from the 1600s to the 1820s  Recognize how historical, political, and social events shape our analysis and appreciation of literature  Argue independent interpretations of canonical and non-canonical texts in the American literary tradition  Write persuasive close readings / explications of novels, poems, essays, and sermons  Use the terms related to literary study and literary theory appropriately in discussion and in writing  Enter the critical interpretation of literary texts with published scholars in their own essays  Understand literature’s significance in creating and shaping an evolving American identity

Paper Format: Title pages are not necessary. On the first page, top left, include the single-spaced header: Your name English 4345.001 My name (Dr. Ann Beebe) Date Leave one space and center your title. (All essays should have original titles.) Number and staple your pages. Make sure your margins do not exceed 1 inch; your font size should be 12 Times New Roman. Always leave time to proofread your final version and make corrections. MLA in-text citation and a Works Cited page (2009 format) are required for sources. Please do not put your essay in a plastic cover or an envelope.

Quizzes and Exams: You will have 7 reading quizzes throughout the semester. They should not be difficult. The quizzes will be geared toward plot lines and characters. If you have read the selections and taken some notes, you should pass them. Quizzes missed due to an unexcused absence cannot be made up. Quizzes missed due to an excused absence must be rescheduled by the student within 2 weeks. The quizzes are worth 10% of your final grade.

You will have 2 exams. While they will also encompass plot lines and characters, they will go beyond memorization and ask you to do some independent interpretation and argumentation. If you have read the assignments, taken notes, participated in class and on BB, and paid attention to the development of themes along a series of authors, you should pass the exams. I will provide a study guide for each exam. Each exam is worth 20% of your course grade.

Research Essay: This assignment requires you to go beyond a book review or research report. I am not checking to see if you have read the works in question. I want to understand your thoughts on the readings and have you present a well-reasoned and carefully written argument. You must make a claim (thesis), give reasons, offer evidence, show awareness of other points of view, etc. The essay should be 90% your ideas / words and 10% quotes. Do not overquote. Details:

6  Topic choices DUE on November 4 (Topic Approval Required)  8-12 pages, ds, typed, 1 inch margins, 12 New Times Roman  Appropriate use of 4-6 ACADEMIC SECONDARY sources (no encyclopedias, no book reviews, no cliff notes or spark notes, no Wikipedia, no non-academic websites). If you have any questions about a source, please check with me before you include a reference to it in your essay. Unless specifically approved, all secondary sources must have been published between 1985-2015. NOTE: Your 4345 essays must be original works of scholarship. You are NOT paraphrasing or summarizing what other critics have said about the work(s).  Required peer review on December 2. (You can turn in a draft to me at anytime. Give me 24 hours to make comments.)  30% of your final grade  Turn in drafts, peer review, copies of research in a manila folder (not envelope) on December 4.  Submit a copy of your essay on Safe Assign

Reading Questions: On the daily schedule I have written 20 reading questions. Submission Format: Before class on the assigned day, email me your RQ from your UTT Patriot email account: [email protected]. Late RQs will not be accepted. Answer the reading questions in complete sentences with enough thoughtful detail to demonstrate that you have read the assigned works and have come to class prepared to discuss them. The daily reading questions will be worth 10% of your final grade.

How to Explicate a Poem: An explication is not a prose paraphrase. It offers a close reading of an excerpt or entire poem. A poetry explication is always written in complete sentences. For a quiz or exam explication you will typically be given 4-8 lines of a poem. Your explication should run 6-10 complex sentences. The first two sentences should contextualize the poem (possibilities: relevant author’s biography, time period, type of poem, connections to other poems by same author or by other writers). You should next address the overall theme of the poem and explain where your excerpt fits into the poem’s project. Pay close attention to form, meter, rhyme, etc. Use literary terms knowledgably. Explain their relevance to your interpretation. Work closely with the specific lines you have been given. Focus on key words or phrases, images, sounds, and offer your interpretations. Your last sentence should attempt to wrap up your close reading of the quotation.

Class Participation: English 4345 is not a lecture class. While I will give mini-lectures to help you understand the historical context, an author, or a genre, the majority of class time will be spent in discussion. You will be expected to participate in a substantial way. Please note that participation is not the same thing as attendance.

Blackboard: I have created a Blackboard course for this section. Please use it to discuss the readings, your essays, and exams. Each student will be expected to make 8 or more substantial & original contributions to the Blackboard this semester for a C in Blackboard participation. Postings of requested quiz / exam answers and short replies to other posts are not in this category. If you do not participate regularly in class discussion, 16 original BB postings are needed for a C in participation. For an A in participation, you should post 16 (with regular class contributions) or 32 (without substantial classroom contributions.) I will keep a record of postings in the gradebook. If you find an interesting early American literature or culture website, please post a notice with commentary for your classmates. There are several excellent

7 websites on the authors we will be studying and on the time periods. Take a minute to surf for these topics and share your findings.

Attendance & Tardiness: You will be expected to attend every class and be on time. Please keep track of your absences. The attendance policy for a MWF class is as follows: 6 excused & unexcused absences = Final letter grade drops by one grade 8 excused & unexcused absences = Final letter grade drops by two grades 9 excused & unexcused absences = Failure of course Ten minutes after class has started, I ask that no late students enter the class. You can see me after class and get notes from a classmate. Missed work due to an unexcused absence or tardiness will not be accepted. In the case of excused absences, it is the student’s responsibility to arrange for an alternative due date upon return to the class. Missed work must be submitted within two weeks.

Late Work: Late work will not be accepted.

Conferences: I expect and hope to see you in conferences 3-4 times this semester. I will make appointments and set extra hours when needed.

The Writing Center: Located in BUS 202, the UT-Tyler Writing Center provides professional writing tutoring for all students in all disciplines. If you wish to use the Writing Center, you should plan for a minimum of two hour-long tutorials per assignment: the first to provide an initial consultation and drafting plan, and the second to follow up. Be prepared to take an active role in your learning--you will be expected write and/or discuss your work during your tutorial. While Writing Center tutors are happy to provide constructive criticism and teach effective writing techniques, under no circumstances will they fix your paper for you. Appointments: 903-565-5995. More information: www.uttyler.edu/writingcenter.

Academic Dishonesty and Plagiarism: This definition of plagiarism comes from the 2000-2001 University of Maine at Farmington catalog: Students plagiarize when they make use of the work of others and claim such work as their own. The phrase “make use of” refers to such actions as the following: (a) copying words, phrases, or sentences verbatim; (b) paraphrasing or summarizing sentences or paragraphs; (c) appropriating ideas, facts, arguments, or concepts which are not common knowledge. Plagiarism is a serious violation of academic integrity. (305). Please make sure you understand this definition. Plagiarism on a writing assignment in 4345 will result in failure of the assignment. Students who plagiarize will be strongly encouraged to withdraw from the course.

Here is a link to the university’s procedures for dealing with instances of academic dishonest. http://www.uttyler.edu/judicialaffairs/scholasticdishonesty.php Please review the procedures and the form used for instances of academic dishonesty.

Beepers and Cell Phones: Please turn off the audible portion of beepers and cell phones when you are in the classroom. No text messaging will be permitted in class.

8 Refreshments: Feel free to bring beverages (non-alcoholic) to class. If you bring food, bring enough for the entire class. No tobacco in any form will be allowed.

Students Rights and Responsibilities To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: http://www.uttyler.edu/wellness/rightsresponsibilities.php

Grade Replacement/Forgiveness and Census Date Policies Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar.

Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract.

The Census Date is the deadline for many forms and enrollment actions that students need to be aware of. These include:  Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit.  Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date)  Schedule adjustments (section changes, adding a new class, dropping without a “W” grade)  Being reinstated or re-enrolled in classes after being dropped for non-payment  Completing the process for tuition exemptions or waivers through Financial Aid

State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions.

Disability Services In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria applies to you, but have questions or concerns please contact the SAR office. For more information or to set up an

9 appointment please visit the SAR office located in the University Center, Room 3150 or call 903.566.7079. You may also send an email to [email protected] .

Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester.

Student Absence for University-Sponsored Events and Activities If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed.

Social Security and FERPA Statement: It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically.

Emergency Exits and Evacuation: Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services.